How I tutor

Tutes

  • are one-on-one
  • are one hour long
  • highly tailored to individual needs
  • take account of upcoming assessments
  • work closely with the school – topics covered are those from recent classes.

Students bring questions and we work together using a highly engaged approach to finding and resolving sticking points. Tutes are relaxed but are none-the-less intellectually intense. I very closely observe the student’s working-method in order to identify areas for improvement.

Students gain confidence by developing deep understanding and competence in manipulation; from these emphases, students find that memory load is reduced. Topics taught start from the known and advance carefully and surely at a pace which suits the student. This is accompanied by appeals to common sense often via the use of concrete materials.

I make discriminating use of digital learning technology; the free program GeoGebra® is used for some instruction and exploration.

I keep close contact with parents or guardians. This is valuable in helping students to keep focus, not only on maths, but also more generally, say, on reading skills.

The following quotations present support for methods used.

Richard Feynman in his Introduction to “The Feynman Lectures on Physics”, 1963, wrote :

I think … that there isn’t any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher—a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It’s impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned.

Consider these words from Norman Doidge, “The Brain that Changes Itself” a 2007, revised 2010, work on neuroplasticity:

“ … [he] discovered that paying close attention is essential to long term plastic change. In numerous experiments he found that lasting changes occurred only when his … paid close attention. When the [tasks were] performed … automatically, without paying attention, they changed their brain maps, but the changes didn’t last.”

Students at Maths Tutoring Albury pay close attention during highly-engaged tutorials, which encourages lasting knowledge and thinking growth.

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